TAILIEUCHUNG - Module 3-Teaching Listening and Speaking to Young Learners
1 .2 .Listening sources ho / What do pupils listen to in class? eacher talk ecordings riends 3 .Teacher talk hy should teachers use English in class? to provide language input to get pupils used to intonation patterns and sounds ow can | Listening sources Who / What do pupils listen to in class? Teacher talk Recordings Friends Teacher talk Why should teachers use English in class? to provide language input to get pupils used to intonation patterns and sounds How can pupils understand teacher’s English? by context by gestures by visual aids Listening sub-skills Bottom-up processing understand parts make sense of the whole Bottom-up processing - example Bottom-up processing - example You’re a tree, growing tall You’re a very bouncing ball You’re a lady in the rain You’re a bird, you’re a plane You’re a lion, you’re frog You’re a monkey, you’re a log. Listening activities for younger learners Listening requires nonverbal responses listen and do listen and make listen to rhymes, songs, action stories + miming Listening activities – initial stage Bring me a machine, an apple, some chocolate, a stapler, some sugar, a giraffe, balloons, a guitar, a hen, some cereal, a tiger, a policeman Hit the answer MECHANIC DOCTOR PILOT SECRETARY VET CHEF FARMER POLICEMAN Listening sub-skills Top-down processing Using schemata knowledge: knowledge of topics / world fill in gaps in understanding make guesses & interpretations Demonstration 1 2 3 4 5 O C O K S I F H A D R E H E S C S O T P O H S Listening sequence Personalize a context Provide motivation and interest Build up background knowledge Introduce useful words, structures and concepts Listening tasks Transfer to speaking or writing Pre-listening activity While-listening activity Post-listening activity Interactional modifications of language What is language modification? Repair and rephrase what has been said by modifying the original language use Why do teachers modify language? To avoid misunderstanding To solve misunderstanding Interactional modifications of language How can teachers modify language? repetitions comprehension checks clarification requests confirmation checks supporting gesture (interactional modifications) Demo Telling a story with interactional modification of language . . Speaking sub-skills What does a speaker need? Accuracy: the ability to monitor output to produce grammatically correct sentences Fluency: the ability to use native-like pausing, rhythm, intonation, rate of speaking, interruptions to communicate ideas effectively Types of speaking activities Caretaker talk Pattern drilling Personalized dialogues Communicative tasks (interviews, role -play) Types of speaking activities Listing Ordering and sorting Matching Comparing Predicting and problem-solving Sharing personal experiences Creative work easier more difficult
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